PSYCHOLOGICAL COUNSELING AND GUIDANCE
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
CNG4207 Curriculum Development in Guidance and Counseling Spring 2 0 2 6
The course opens with the approval of the Department at the beginning of each semester

Basic information

Language of instruction: En
Type of course: Departmental Elective
Course Level: Bachelor
Mode of Delivery: Face to face
Course Coordinator : Assoc. Prof. BERNA GÜLOĞLU
Course Objectives: The purpose of this course is to provide students with knowledge and experience about the structure of guidance programs on the level of primary, secondary and higher education, its process, the use of sources, the preparation of exemplary activity and programs.

Learning Outputs

The students who have succeeded in this course;
1.At end of this course, the student will be able to; Discuss the structure of guidance programs on the level of primary, secondary and higher education.
2.Explain the process of guidance programs on the level of primary, secondary and higher education.
3.Prepare guidance programs.
4.Effectively uses sources in guidance programs.
5.Prepares sample activities of group guidance.
6.Develops exemplary guidance programs.
7.Applies exemplary guidance programs.
8.Applies exemplary activities of group guidance.

Course Content

Program development in education, basic concepts, models; relationship with school RPD programs, history of school RPD programs and school RPD program models, planning school RPD programs, designing school RPD programs and program activities (services); implementation and evaluation of school RPD programs; development and implementation of psycho-educational programs.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Meeting/Development of Psychological Counseling and Guidance Services
2) Developmental Guidance Model
3) Evaluation of school guidance programs applied in schools
4) Interventions
5) Development of Comprehensive Developmental Guidance Programs (Need analysis and need analysis forms)
6) Development of Comprehensive Developmental Guidance Programs (Determination of program goals and attainment, the process of select and developing of group guidance activities)
7) Development of Comprehensive Developmental Guidance Programs (Time planning)
8) Midterm
9) Development of Comprehensive Developmental Guidance Programs (Time planning)
10) Prevention programs
11) Guidance in accordance with School Grades
12) School guidance personnel
13) Evaluation of assignments
14) Analysis and evaluation of psycho-education programs

Sources

Course Notes: 1.Myrick, R. D. (1987). Developmental Guidance and Counseling: A Practical Approach. Minneapolis: Educational Media Corporation. 2.Erkan, S (2004). Okul Psikolojik Danışma Ve Rehberlik Programlarının Hazırlanması. Ankara: Nobel Yayıncılık. 3.Erkan, S. (2006). Okul Psikolojik Danışma ve Rehberlik Programlarının Hazırlanması. (3. Baskı). Ankara: Nobel Yayın Dağıtım.
References:

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance % 0
Laboratory % 0
Application % 0
Field Work % 0
Special Course Internship (Work Placement) % 0
Quizzes % 0
Homework Assignments 1 % 20
Presentation % 0
Project % 0
Seminar % 0
Midterms 1 % 30
Preliminary Jury % 0
Final 1 % 50
Paper Submission % 0
Jury % 0
Bütünleme % 0
Total % 100
PERCENTAGE OF SEMESTER WORK % 50
PERCENTAGE OF FINAL WORK % 50
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 2 28
Laboratory 0 0 0
Application 0 0 0
Special Course Internship (Work Placement) 0 0 0
Field Work 0 0 0
Study Hours Out of Class 14 1 14
Presentations / Seminar 0 0 0
Project 0 0 0
Homework Assignments 1 10 10
Quizzes 0 0 0
Preliminary Jury 0 0 0
Midterms 1 2 2
Paper Submission 0 0 0
Jury 0 0 0
Final 1 2 2
Total Workload 56

Contribution of Learning Outcomes to Programme Outcomes

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure.
2) School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people.
3) School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis.
4) School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises.
5) School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs.
6) School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations.
7) School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics.
8) School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services.
9) School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession.
10) School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services.
11) School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources.
12) School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program
13) School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions.
14) School counselors recognize the current legal issues about special education, identify and directs individuals who need special education.
15) School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development.